The concept of vulnerable groups is gaming momentum in the case law of the European Court of Human Rights. The Court has so far used it in cases concerning Roma, people with mental disabilities, ...people living with HIV, and asylum seekers. Yet the appearance of the vulnerable-group concept in the Court's legal reasoning has so far escaped scholarly attention. Drawing on theoretical debates on vulnerability as well as on the Court's case law, this article offers a critical assessment of the concept. Reasoning in terms of vulnerable groups opens a number of possibilities, most notably, the opportunity to move closer to a more robust idea of equality. However, the concept also has some inherent difficulties. This article argues for a reflective use of the concept and points out ways in which the Court can avoid its pitfalls. Adapted from the source document.
Intellectual disability is usually thought of as a form of internal, individual affliction, little different from diabetes, paralysis or chronic illness. This study, the first book-length application ...of discursive psychology to intellectual disability, shows that what we usually understand as being an individual problem is actually an interactional, or social, product. Through a range of case studies, which draw upon ethnomethodological and conversation analytic scholarship, the book shows how persons categorized as 'intellectually disabled' are produced, as such, in and through their moment-by-moment interaction with care staff and other professionals. Mark Rapley extends and reformulates current work in disability studies and offers a reconceptualisation of intellectual disability as both a professionally ascribed diagnostic category and an accomplished - and contested - social identity. Importantly, the book is grounded in data drawn from naturally-occurring, rather than professionally orchestrated, social interaction.
Building on the formative work of "High Leverage Practices (HLP) for Inclusive Classrooms," this critical companion explores how HLP can be applied to the education of students with extensive support ...needs (ESN). Each chapter walks readers through a different HLP, exploring its implications for students with ESN and aligning it with current practice, supports, and terminology. Edited by researchers and teacher educators with decades of experience in serving students with ESN and their teachers, this book is packed with rich examples of and detailed supports for implementing HLPs to ensure every student has access to all aspects of their school community.
If all chronic conditions causing disability of any degree in childhood are included, the prevalence of disability is remarkably high. Studies on families with handicapped children have indicated ...that both parents often experience psychological disorders such as anxiety and depression. Handicapped children too suffer from psychological illnesses. Hence, the present study was undertaken. The study aims to look at the sociodemographic profile and psychopathology of mentally and physically handicapped children and their parents and to compare it with that of nonhandicapped children. Materials and Methods: The sample consisted of 90 children of both sexes. Sixty of these were handicapped-30 physically and 30 mentally. Thirty children were nonhandicapped. A semi-structured proforma, IQ tests, and Childhood Psychopathology Measurement schedule (CPMS) were used for assessment. Chi-square test and Paired “t”-test were used in the analysis. Results: It was observed that a greater number of handicapped children belonged to the higher score groups as compared to the nonhandicapped group. Significantly higher incidence of morbidity was observed in the handicapped children as compared to nonhandicapped children. Fathers and mothers of handicapped children had higher degree of psychopathology as compared to those of nonhandicapped children. Mothers' psychopathology had a significant effect on the severity of CPMS scoring in physically handicapped children. Conclusion: Handicapped children showed more severe psychopathology as compared to nonhandicapped. Mothers of handicapped children had higher psychiatric morbidity as compared to those of nonhandicapped children. Psychopathology of mother significantly affected the psychopathology of children.
Baptism offers the distinctive practice of Christian initiation, rooted in Jesus' own baptism, ministry, death, and resurrection. Too often, however, people with intellectual disabilities are ...excluded from this core Christian practice and so barred from full inclusion in the life of discipleship. How can the work of the Triune God in baptism renew Christian imagination toward an embrace of baptismal identities and vocations among disabled Christians? In Becoming the Baptized Body Sarah Jean Barton explores how baptismal theologies and practices shape Christian imagination, identity, and community. Privileging perspectives informed by disability experience through theological qualitative research, Becoming the Baptized Body demonstrates how theology done together can expansively enliven imagination around baptismal practices and how they intersect with the human experience of disability. Through a lively tapestry of stories, theological insights, and partnerships with Christians who experience intellectual disability, Barton resists theological abstraction and engages and expands the field of disability theology. With a methodological commitment to inclusive research and a focus on ecclesial practice, Barton brings theologians of disability, biblical accounts of baptism, baptismal liturgies, and theological voices from across the ecumenical spectrum in conversation with Christians shaped by intellectual disability. Becoming the Baptized Body explores how the real-world experiences of disabled Christians enrich and expand received Christian theological traditions and illustrates avenues for vibrant participation and formation for all believers.
Objective: to analyze the historical trajectory of intellectual disability in Chile in the period 1928-1950, starting with the educational reform that states that all citizens must be educated ...-regardless of their condition-, until the emergence of therapeutic pedagogy, which coincides with the end of the radical governments in Chile.
Originality/Contribution: The research arises due to the scarce empirical evidence on the history of intellectual disability in Chile. In this context, research on the history of the education of children with intellectual disabilities is practically non-existent in Chile.
Method: The methodology is qualitative and is based on an interpretative paradigm with a historiographic design. It uses a systematic bibliographic review of the normative on disability.
Strategies/information collection: Review and analysis of primary and secondary sources in three specific areas of study: 1) regulations on intellectual disability in Chile, 2) conceptualization of models of intellectual disability, and 3) historical milestones of disability in the period 1928 and 1950.
Conclusions: The history of the education of people with intellectual disabilities in Chile in this period -based on the study of the regulations- has been permeated from its beginnings by a segregationist and discriminatory model that emerges from the policies, invades the semantics, and generates several constitutive milestones within the discipline of inclusive education, whose epistemological foundations require further study to be understood. The scientific techniques of the time identified, through biomedical parameters, a causal relationship between physical and cognitive underdevelopment.
Objetivo: El objetivo de este artículo es analizar la trayecto-ria histórica de la discapacidad intelectual en Chile en el periodo 1928-1950, desde la reforma educacional que reconoce que todo ciudadano debe educarse independiente de su condición, hasta la aparición de la pedagogía terapéutica, que coincide con el fin de los gobiernos radicales en Chile. Originalidad/Aporte:La investigación surge debido a la escasa evidencia empírica sobre la historia de la discapacidad intelectual en Chile. Investiga-ciones de la historia de la educación de niños con discapacidad intelectual prácticamente no existen en este país.Método: La metodología es de carácter cualitativo, se sitúa desde un para-digma interpretativo con un diseño historiográfico. Utiliza un diseño conocido como revisión sistemática bibliográfica de la normativa sobre discapacidad.Estrategias/recolección de información: La revisión y el análisis de fuentes primarias y secundarias se realizaron en tres ámbitos específicos de estudio: 1) normativa de la discapacidad intelectual en Chile, 2) conceptualización de modelos de discapacidad intelectual, y 3) hitos históricos de discapacidad en el periodo 1928 y 1950.Conclusión: Se concluye que la historia de la educación de las personas con discapacidad intelectual en Chile en este período ↓desde el estudio de la nor-mativa↓ ha estado permeada desde sus inicios por un modelo segregacionista y discriminatorio que emerge de las políticas, invade las semánticas y genera diversos hitos constitutivos de la disciplina que es necesario profundizar para comprender los fundamentos epistemológicos que subyacen a la educación inclusiva. Las técnicas científicas de la época identificaron por medio de pará-metros biomédicos una relación causal entre subdesarrollo físico y cognitivo.
Intellectual Disability and Ireland, 1947–1996 explores the varied experiences of the intellectually disabled during the latter half of the mid-twentieth century in Ireland. Addressing the evolution ...of disability policies and provision, it shows how a range of different actors became engaged in shaping the disability services landscape during this period. Drawing on a variety of sources, from government memoranda to RTÉ television programmes, David Kilgannon traces the development of disability services on paper and in reality. This narrative is marked by instances of both striking transformation and significant continuity, as the emergence of new policy thinking occurred in tandem with the consolidation of established approaches. The book describes not only how services changed but why, offering a unique perspective on the evolution of Irish social policy in the post-war years.
Brings together the growing amount of evidence on the assessment and treatment of offenders with intellectual and developmental disabilities. Written by a team of international experts, this ...comprehensive and informative book provides a contemporary picture of evidence-based practice for offenders with intellectual and developmental disabilities. By adopting a scientist- practitioner position directed at an academic level with practitioner guidelines, it provides a valuable reference source for professionals from allied disciplines who are using or seeking to apply research for this client group. The Wiley Handbook of What Works for Offenders with Intellectual and Developmental Disabilities: An Evidence Based Approach to Theory, Assessment and Treatment is divided into five sections: Introduction, Phenotypes & Genotypes and Offending Behavior, Validated Assessments, Treatment, and Conclusions. The Introduction offers an overview of the entire book and is followed by a second overview covering the ethics of evidence-based practice. After that come chapters on protecting the rights of people with intellectual disabilities in correctional settings, and behavioral and cognitive phenotypes in genetic disorders associated with offending. The third part of the book studies the assessment of individuals with anger and violence issues, inappropriate sexual behavior, alcohol abuse, and emotional difficulties. Next comes a section that looks how to offenders can be treated. The final section discusses future directions and requirements for offenders with intellectual and developmental disabilities. * Provides an overview of the ethical challenges and issues faced by those who work with intellectually and developmentally disabled offenders * Focuses on proof of treatment effectiveness and validation of assessment methods to direct readers toward "What Works" * Features contributions from authors across the entire English-speaking world including the UK, US, Canada, Australia, and New Zealand The Wiley Handbook of What Works for Offenders with Intellectual and Developmental Disabilities: An Evidence Based Approach to Theory, Assessment and Treatment will appeal to all who work in the field of offenders with intellectual and developmental disabilities, including nursing staff, social workers and probation officers, medical and psychology staff, and more.
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